Rovegno (1994) Teaching within a curricular zone of safety: school culture and the situated nature of student teachers' pedagogical content knowledge

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Teaching within a curricular zone of safety: school culture and the situated nature of student teachers' pedagogical content knowledge

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CONTRIBUTORS:

Author:

Rovegno, I.

JOURNAL:

Research Quarterly for Exercise and Sport (RQES), 65(3), 269 - 279.

YEAR:

1994

PUB TYPE:

Journal Article

SUBJECT(S):

teaching; elementary-school; secondary-school; program; social-environment; physical-education; comparative-study; beginning-teacher

DISCIPLINE:

No discipline assigned

HTTP:

https://secure.sportquest.com/su.cfm?articleno=356206&title=356206

LANGUAGE:

English

PUB ID:

103-342-331 (Last edited on 2002/02/27 18:44:08 US/Mountain)

SPONSOR(S):

ABSTRACT:
The purpose of this paper is to continue the theoretical delineation of the nature of pedagogical content knowledge. Two student teachers were observed teaching an elementary games and high school sport unit and interviewed in depth about their lessons, biography, pedagogical content knowledge, and aspects of the school culture. Data were analyzed by constant comparison and analytic induction. Trustworthiness was established through member checks and triangulation. In the high school, both student teachers tried to use extending and refining tasks, as they had in the elementary school. But, when confronted with aspects of the high school culture, both retreated to a curricular zone of safety relying on application tasks. This zone, the defining aspect of their pedagogical content knowledge of teaching sports, emerged from and was constituted by the relations among goals, capabilities, teaching, inadequate pedagogical content knowledge, and aspects of the school culture. It is argued that situated and cultural orientations contribute to psychological orientations currently used to delineate pedagogical content knowledge. A curricular zone of safety is offered as a concept that helped account for the emergence and persistence of particular ways of knowing content.

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